Graduate employability skills: The voice of Agricultural Technical Vocational Education and Training (ATVET) students in Zimbabwe

The graduate employability has seen most governments, institutions of higher learning and industries engaging each other, as industries feel universities and colleges are churning out graduates that are not work ready. This has led to many strands to the discourse of graduate employability. One strand of the discourse is whether the higher education institutions should produce work-ready graduates. Another strand of the discourse is on how these institutions can make their graduates work ready, if it is an expectation that the graduates should be work ready. There is also another strand of the discourse on what constitutes graduate employability, that is, what skills make graduates work ready. This article looks at the latter from the perspectives of Agricultural Technical and Vocational Education and Training (ATVET) students in Zimbabwe. The article reports on part of a major study that was conducted on student internship and employability. Data was collected through focus group discussions with final year students from three agricultural colleges, that were selected using an eclectic sampling strategy which incorporated both typical case and maximal variation. The study showed that students view soft skills, namely entrepreneurship, financial literacy, innovativeness, ethics, problem-solving, honesty and some technical skills as essential to them

Field performance of spider plant (Cleome gynandra l) under different agronomic practices

Field experiments were carried out at Kaguvi Vocational Training Centre located in theMidlands province of Zimbabwe, to determine the effect of planting date and fertilizertypes in enhancing the productivity of spider plant, an indigenous leafy vegetable. Theexperimental design was a split- plot arranged in a randomized complete block design(RCBD) with three blocks. The planting date was the main plot with three levels(15/10/12, 30/01/13 and 15/02/13) and the fertilizer treatments as the subplots withseven levels including a control (no fertilizer applied), 20 t/ha cattle manure, 30 t/hacattle manure, 5 t/ha poultry manure, 10 t/ha poultry manure, 300 kg/ha Compound D +100 kg/ha ammonium nitrate and 300 kg/ha Compound D + 150 kg/ha ammoniumnitrate). Growth parameters, vitamin A and C, crude protein, iron content, fresh and dryyield were significantly (p<0.05) increased by use of organic and inorganic fertilizersacross all planting dates compared to the control where no fertilizers were added. TheOctober 2012 planting date, combined with high rates of organic and inorganicfertilizers had the best response with regards to the variables measured, including theduration of the harvest period which was nine weeks, compared to the January andFebruary planting dates where harvesting was for six weeks. The inorganic fertilizersprovided readily available nutrients for uptake by the plants while the long productionperiod for the October 2012 planting date enabled the organic manures (cattle andpoultry manure) adequate time to release the nutrients for uptake, compared to theJanuary 2013 and February 2013 planting dates. It can be concluded that there is meritin staggering the planting dates while using organic and inorganic fertilizers as thepractice results in an extended harvest period. High rates of both inorganic and organicfertilizers are recommended for the different planting dates as follows; 30 t/ha cattlemanure, 10 t/ha poultry manure, 300 kg/ha Compound D + 100 kg/ha ammoniumnitrate and 300 kg/ha Compound D + 150 kg/ha ammonium nitrate.Key words: Indigenous vegetable, spider plant, planting dates, fertilizers, nutrient

Organisation, Quality and Challenges in the B. Ed Technical Education Degree Industrial Attachment Course, University of Zimbabwe

The study sought to find out how students on the Bachelor of Education (Technical) degree programme rated the organization and quality of the industrial attachment component of the programme. Challenges students faced during industrial attachment were also examined.  A case study design was used. Twenty-five final year students from the Home Economics, Building and Wood Technology and Design programmes participated in the study. A questionnaire was used to collect data. The students reported that the practice of them finding their own placement was not ideal and they did not have adequate orientation prior to their attachment. The duration of attachment was found to be insufficient. The students indicated that they had received adequate supervision; mentors were knowledgeable and highly skilled. The main challenges faced by students were financial constraints and the difficulty in securing placement.  The study therefore recommended that the department takes a major role in placement of students for attachment. A more comprehensive pre-orientation programme should also be designed to adequately prepare students for the Industrial Attachment. The coordination of the industrial attachment needs to be a more efficient system that allows for constant and adequate tracking of all industrial attachment activities. The duration of attachment should be increased. Furthermore, the assessment of the industrial attachment should include a log book which concentrates on evaluating the practical skills of the students